Educational value orientation
?
Educational value orientation is a tendency for decision makers or subjects engaged in educational activities to choose educational value according to their own needs. In educational practice, people can create education with a specific value model according to a certain educational value orientation and through the active role of the subject. What role people expect education to play, and what direction they want the educated to develop, that is, what kind of education to create and what kind of people to cultivate, are all determined by educational values. Therefore, educational values and educational value orientation are the core of educational thought and the starting point and end result of educational work.
Value orientation of individual standard in educational activities. People think that the value of individuals is higher than the value of society. In the relationship structure between individuals and society, individuals are in the central position, while society is an external environment other than individuals, and society is valuable only if it contributes to the development of individuals. The evaluation of educational value should also be measured by its role in personal development. They believe in the power of human nature, that people have the instinct to learn and create, that every individual's life has the value of existence, and that everyone's personality and uniqueness should be respected.
Social standard value orientation. The value orientation of social standard of educational activities holds that social value is higher than individual value, the development of social history is a natural historical process that develops according to objective laws, and the existence and development of individuals are completely determined by society. It emphasizes standardizing educational activities based on social needs, requiring education to cultivate people who meet certain social norms, promoting the socialization of educated people and ensuring the stability and continuity of social life. The individual is only the raw material of educational processing, and his development must obey the needs of society. The value of education can only be measured by its benefits to society. The value orientation of social standard in educational activities can be traced back to platon in ancient Greece. In his ideal country, the interests of the whole society are above everything else. The citizens of the utopia are made up of slaves, craftsmen, warriors, officials and philosophy kings, who take their positions and perform their duties on the social pyramid. Everyone is the greatest justice, and the task of education is to train people suitable for the corresponding jobs for the society. The qualities they should possess are the requirements of their profession for individuals.
The interdependence between personal value and social value in educational activities is mainly manifested in two aspects:
First, people-oriented outside the value orientation
No matter what educational perspective we take on education, we can't avoid the fact that people-oriented educational value orientation has always been the mainstream of school education at present and in the past, which is embodied in classroom-centered, textbook-centered and teacher-centered. In modern times, it comes from the repeated impact of its opposites, but it still affects teachers' attitudes and behaviors like a knot, just as people's desire for freedom impacts the relationship between people but still cannot be changed? Control? Similarly, school education will never get rid of Herbart's shadow. Herbart regards knowledge teaching as the standard of school teaching. Starting from this standard, classrooms, textbooks and teachers naturally become the center of school teaching, and the teaching effect is also measured by the amount of knowledge accumulated.
Ancient educators in China generally emphasized the social value of education, although their specific tendencies were different. What did they find in the pursuit of the balance between individuals and society? Self-denial and self-cultivation As a cultural existence, China living in modern times keeps this cultural gene, and it is common sense to converge to Herbart-style education with this cultural gene.
Based on non-human education, students passively accept, lack practice and alienate emotions and experiences. Some people criticize it as? The chronic disease of education? , advocate from? Humanism? Education realizes human behavior? People? All-round development This criticism and advocacy is naturally reasonable and in line with the spirit of the times. However, there are several contradictions waiting for us to solve: ① the contradiction between the infinite possibility of human development and the finiteness of educational design; ② The contradiction between the collectivity of classroom teaching and the individuality of human development; ③ The contradiction between the acquisition of system knowledge and the acquisition of knowledge fragments; (4) The school's investigation of students' academic achievements, in order to reduce the cost of education manpower, pursues a unified scale and the diversity of personal development, which requires different academic investigations for different people and different studies.
Second, based on people's value orientation
Exploring people-oriented educational value orientation, we can easily think of John? Dewey. Known as? Master of post-modern education? William e Doyle Jr. said:? Dewey's ghost wandered in the American curriculum and in the curriculum of other countries influenced by the American curriculum, both ideologically and practically. ?
Dewey accepted Rousseau's naturalistic education thought and thought? Education is not to force children or young people to absorb things from the outside world, but to cultivate people? Born? The ability to grow? . This kind? Born? Our ability is human instinct. Education should start from children's instinct, interest and impulse, organize appropriate courses, so that children's experience can be continuously transformed and realized? Grow up? . Advocate in methods? Doing middle school? Think? When only textbooks and teachers have the right to speak, learning to develop wisdom and character will not happen; No matter how poor and meager a student's experience background is in a certain period, only when he has the opportunity to make a little contribution from his experience can he be truly educated. ?
Dewey's educational thought is of great significance for carrying forward personality, cultivating subjective spirit and promoting students' active and creative learning. Later humanistic education theory emphasized? People-oriented? Emphasize that education should promote people's potential, personality and self-development, and emphasize learners' active participation and independent learning; Constructivist education theory holds that teaching should be student-centered, educators should be good at promoting students to actively construct knowledge, and teachers should realize the transformation from knowledge disseminators to students' guides, helpers and promoters in constructing knowledge, all of which can be regarded as the contemporary reflection of Dewey's educational thought.
Herbart emphasizes knowledge-based. If we combine knowledge teaching with stimulating students' instinctive needs, Herbart's? Children of disciples will not stand up against it; Dewey denied imposing external purposes outside education, which was contrary to the democratic spirit he pursued. If we add external purposes, we will fully respect human subjectivity and enhance human's? Grow up? Dewey's? Children of disciples will not stand up against it. In fact, Herbart noticed the limitations of his theory and said:? It is disgusting and depressing to leave the listener in a passive state and force him to painfully deny all the ways of his activities. Therefore, a coherent lecture must stimulate students by keeping them eager to look forward to it, or if an educator can't do this anywhere (it is difficult to do this when teaching children), then he should not keep the coherence of the lecture, but allow students to interrupt the teaching by interspersed ideas, or inspire students to intersperse their own ideas. Teachers can give students the greatest freedom within the scope of ensuring the smooth progress of the ongoing work, which is the best way. ? Dewey also noticed the limitations of his theory. He said: direct observation of nature is lively, but it also has limitations. In any case, one should be able to make use of the experience of others to make up for the narrowness of one's direct experience, which is a necessary part of education. ? Just because the logical starting points of their theories are different, they construct a relatively closed theoretical system under different logical starting points and become opposed to each other? Two ends? One-sided.